Page 67 - Primary Year 4 SK SoW

SCHEME OF WORK: TEXTBOOK BASED LESSON (Unit 1)

WEEK: __ LESSON: 13 (Reading 3) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends

CROSS-CURRICULAR ELEMENT: Language
LANGUAGE/GRAMMAR FOCUS: Present simple to describe
TOPIC: Where are you from?
oneself

CONTENT LEARNING MATERIALS / DIFFERENTIATION
STANDARD STANDARD LEARNING OUTLINE REFERENCES STRATEGIES

Pre-lesson Get Smart Plus 4 Differentiate learning
Main Skill Main Skill according to the needs of
1. Using a picture of a child, play a guessing game about their personal details (age, Activities 1-2 your pupils and class.
Reading Reading nationality, where they’re from, family, hobbies etc.) to review key language. Student’s Book Please see the seven
and Teacher’s differentiation strategies
3.2 3.2.1 Lesson delivery Book listed in the introduction.
Understand a Understand the 2. Explain that the child in the picture sent them an email. Hand out the example An example email Please also consider the
variety of linear main idea of simple email (Student’s Book, page 11) and tell pupils it is the email from this child. using email in the following:
and non-linear texts of one or two 3. Pupils read the email and check their answers (from the pre-lesson stage). Student’s Book as You can make the
print and digital paragraphs a model content of the example
texts by using 4. Follow the instructions for Activity 1 (Track 15) & Activity 2 in Teacher’s Book email simpler or more
appropriate (page 26). Picture of the child challenging by varying
reading strategies who wrote the vocabulary and length.
Note: Ask pupils to bring (or draw) pictures of themselves doing a sport in the next email
Complementary Complementary lesson. Try not to introduce new
Skill vocabulary or form in this
Skill Post-lesson email, however.
Reading Reading 5. Choose a suitable activity from the post-lesson tasks which reviews or You could create more
3.2 consolidates learning. than one version of the
3.2.2 email, with different
Understand a Understand specific levels of difficulty, so that
variety of linear information and more proficient pupils are
and non-linear details of simple challenged as much as
print and digital texts of one or two less proficient pupils.
texts by using paragraphs
appropriate
reading strategies

Primary Year 4 SK Scheme of Work 48